第五章 結論與建議
第二節 建議
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第二節 建議
本研究在教學設計上，教師以知識翻新為原則營造利於小組進行知識翻新的 環境，小組可利用該環境進行設計思考，學習的單位也從個人知識的累積到團隊 知識的共構，培養團隊成員提出創造性想法，一起解決問題。研究結果顯示小組 能善用知識翻新環境進行設計思考，提出創造性想法，並對未來教學上提出以下 建議：
壹、有別於劇本式的(scripted)教學，鼓勵教師善用知識翻新的原則，
彈性營造適合知識翻新的環境。
UNESCO(2014)提及資訊與通訊科技的發展，使知識學習的樣貌與以往不同，
教科書上的知識已不能滿足資訊快速傳播的現代。美國投入大量人力與財力促成 資訊科技的發展，希望運用學習科技幫助學生隨時隨地都能學習(NETP, 2010)，
將資訊科技融入教學，發展數位學習亦為臺灣教育發展的方向（教育部，2015）。
本研究基於知識翻新原則所設計的知識翻新環境，運用電腦支援協作學習，學生 知識的習得，不必然是由教師傳授的單一方式，學生在知識翻新的環境進行想法 討論，經由與他人協作建構知識。研究中，學生以小組為單位自主決定研究問題 並進行問題解決的思考歷程，教師運用知識翻新原則予以學習上的引導，教學不 再侷限於劇本式的教案呈現，學習亦不再以個人為單位，教學能因應學生的需求 進行，學生主動提出想法並與他人互動，想法在討論中不斷的精進，進行知識翻 新。本研究鼓勵並建議未來教師在教學時輔以資訊科技，提供學生能進行互動，
協作以共構知識的學習環境。
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貳、鼓勵教師善用知識翻新的環境，讓學生主動提想法，進行設計思 考。
設計思考的目的除了發揮創造力、營造更舒適的生活還境外，更關切以人為 本解決問題的能力 (Brown, 2008)。與考試主導教學不同，未來生活的挑戰、所 面對的問題不具有單一解答，也不是由記憶背誦就能達到解答。本研究運用知識 翻新環境鼓勵學生進行設計思考，學生從關切生活周遭的問題開始，主動關懷生 活環境，設身處地、感同身受；在決定問題之後，提出擴散性的想法，再聚斂出 最佳的解決方法，雖然在研究中，學生的行為表現上，無法明顯呈現想法從擴散 到聚斂的過程，但從研究結果呈現，小組成員能與他人進行想法討論、一同找出 解決方法。因此建議未來教師在從事設計思考教學時，鼓勵學生提出大量的想法，
並能適時引導學生進行想法的聚斂。另外，在知識論壇進行想法討論時，小組中 會出現不常發表或不習慣發表的學生，教師應多鼓勵學生勇於說出想法、接受他 人的回饋、進行修正並改進。
參、鼓勵以小組為單位提出具創造性的想法，並加以實踐，從產品實 作中驗證錯誤、進行修正，使產品具實用性與存續性。
設計思考鼓勵學生以小組為單位進行創造性解決問題的歷程，且經由實作將 想法實踐，快做快錯的方式，才能快速進行原型的修正(Brown, 2008)。本研究所 進行的設計思考發展，止於提出具創造性的想法，小組在製作原型上多以產品設 計圖呈現，若能親自動手製作簡易模型，更有助於設計時在原料選擇、實際使用 上有所體會，因此研究得知學生雖然能進行創造性的解決問題，卻無法推論小組 所設計的產品是否具有實用性與存續性。建議未來採用設計思考教育的教師能備 以足夠的資源和開放的環境，鼓勵學生經由觀察同理、定義問題、提出構思後，
能經過測試原型、進行修正，將產品具體呈現，完整體驗設計思考歷程。
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